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  • Format: ms-word (doc)
  • Pages: 56
  • File Size: 45kb
  • Chapter 1 to 5
  • With table of contents, abstract, reference and questionnaire
  • Preview abstract and chapter 1 below

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Impact of instructional materials on the teaching and learning of English language in the University of Benin

Abstract

 This study was on impact of instructional  materials on the teaching and learning of English language in the university of Benin.   The total population for the study is 200 staff of University of Benin. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up HOD, senior lecturers, junior lecturers and graduate assistant was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies.

Chapter one

Introduction

  • Background of the study

Man learns through his senses. Some learn better by one or the other of the senses. To some, seeing believes and to others, the senses of hearing, touch, smell and taste dominate in the acquisition of knowledge. For the intended learning to take place, the teacher must communicate effectively to the learner. The best way of helping pupils to learn is to bring them face to face with the world which education intends to introduce to them. This is done by using real things in real life situations. Where real life situations are not possible, the alternative is for the teacher to use representations of real life situations. These are materials, devices and techniques that help the teacher to make realistic approach to his job. Whether real or substitute, these representations have a common goal. They help the teacher to convey the intended message effectively and meaningfully to the learner so that the learner receives, understands, retains and applies the experiences gained to reach overall educational goal (Onwuka, 1981).
In Nigeria and other countries of the world, qualified and trained teachers have always been exposed to instructional technology, which emphasizes the importance of the use of instructional materials in the teaching/learning process. More often than not, these certified professionals are found guilty of ignoring, probably as a result of inadequacy of use or an erroneous belief that their use is not as significant as it is stressed, they avoid utilization of instructional materials in their teaching/learning process with their students. This situation is further compounded by the fact that every year, more sophisticated instructional materials are being introduced for classroom teaching or learning. As a matter of fact, some of these instructional materials are very complex to use or manipulate e.g. computer. Instructional materials play vital roles in the teaching of English Language in University. Bassey (1984) conclusively elucidated the fact that instructional materials play a central role in the process of lesson planning. When teachers plan, usually their first concern is with the instructional materials and resources they have available and accessible. But according to him, teachers do not have adequate knowledge about the selection of these instructional materials. Kalaiye (1985) cited that learners need as much English language instruments for chalkboard demonstration. He concluded that the present state of affairs where English language is mainly a chalkboard and chalk affair does not make for proper understanding of the subject. Studies have associated low utilization of materials with lack of adequate knowledge of instructional materials in addition to other factors. The ability of a teacher to select these materials, depends on a great extent on the training and ingenuity of the teacher concerned (Udo, 1988).

1.2 STATEMENT OF THE PROBLEM

It has been observed that the teaching and learning of English in our schools (especially in our university) is done without the use of instructional materials. Today, teachers are found giving abstract explanation on what necessarily should have been made easier with the employment of instructional materials. Students, on their part, do not bother to use their textbooks during classroom instruction. Many of them still do not use them after school as an additional learning resource.
The question then is, do we have most of these materials in our universities for actual classroom work? It is not clear how teachers of English select and use these materials. If such materials are available in their schools; for example, over head projector, slides and film strips, the micro-projector, tape recorder and radio. Thus, the problem of this study was an investigation into the role of instructional materials in the teaching of English language.

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

  1. To ascertain the role of instructional materials in the teaching and learning of English in university of Benin
  2. To ascertain which instructional material can be best used by teachers and students in the teaching and learning of English in university of Benin
  3. To Provide solutions to some of the problems accompanying the non-use of instructional media by teachers and students

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H0: there is no role of instructional materials in the teaching and learning of English in university of Benin.

.H1: there is role of instructional materials in the teaching and learning of English university of Benin.

H02: there are no solutions to some of the problems accompanying the non-use of instructional media by teachers and students

H2: there are solutions to some of the problems accompanying the non-use of instructional media by teachers and students

1.5 SIGNIFICANCE OF THE STUDY

Instructional materials stimulates and sustains interest in the learner provide adequate interactions between the teacher and the learner and encourage the learner to acquire more experience and skill in the lesson.
Findings of this research work will help teachers in seeing the need to use instructional materials in complementation to their teaching methodology. They will also come to see the appropriate instructional media that are essential to the effective teaching and learning of the English language.
The government will find this work very useful when it comes to the procurement of requisite instructional media for English lessons. The government will also cultivate the culture of strict emphasis on regular and effective use of instructional materials in our schools having perused the significance of instructional materials in this work. Learners of the English language will be compelled intrinsically to utilize their textbooks and other teaching resources of theirs within and outside school.
More so, other researchers will find the work useful in terms of recommendation purposes.

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers impact of instructional  materials on the teaching and learning of English language in the university of Benin. The researcher encounters some constrain which limited the scope of the study;

  1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
  2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

1.7 DEFINITION OF TERMS

INSTRUCTIONAL MATERIALS: These refer to a collection of print and non-print materials and equipment selected, arranged and located to serve the needs of the students and teachers and to further the purpose of the school.

TEACHING: Specific statements of behaviour by a student after a period of learning proving they have learned. Learning strategies/ teaching methods. Activities chosen by the teacher to help students learn. Lecture. Subject introduced and delivered by the teacher in a specific time which transmits information.

ENGLISH LANGUAGE: English is a West Germanic language that was first spoken in early medieval England and is now the third most widespread native language in the world, after Standard Chinese and Spanish, as well as the most widely spoken Germanic language

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Disclaimer: This PDF Material Content is Developed by the copyright owner to Serve as a RESEARCH GUIDE for Students to Conduct Academic Research.

You are allowed to use the original PDF Research Material Guide you will receive in the following ways:

1. As a source for additional understanding of the project topic.

2. As a source for ideas for you own academic research work (if properly referenced).

3. For PROPER paraphrasing ( see your school definition of plagiarism and acceptable paraphrase).

4. Direct citing ( if referenced properly).

Thank you so much for your respect for the authors copyright.

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